Devoirs du parcours “Analyse” du MOOC “Monter un MOOC de A à Z”

Au cours de cette première activité, nous vous proposons d’analyser le MOOC de votre choix à travers une grille de lecture de type “document de cadrage”. Il n’y a pas besoin de suivre le MOOC en question, car cela prend beaucoup de temps, mais simplement d’y avoir accès. Il s’agit d’identifier un certain nombre d’éléments de base : type de MOOC, public cible, modèle économique, licences, place dans l’ecosystème, etc. L’objectif est de mieux comprendre l’objet de la formation et se contexte.

Continuar lendo

Anúncios
Publicado em Uncategorized | Deixe um comentário

Feedback on the first French xMOOC: Fundamentals of Project Management

According to the New York Times 2012 was “The Year of the MOOC”. The popularity of MOOCs, or Massive Open Online Courses, has spread extremely fast during the past twelve months. In less than a year, dozens of the most prestigious universities have joined Coursera, the main MOOC provider. Some of these courses have gathered tens of thousands of students, and more than three million people have registered on Coursera so far. MOOCs started in Canada in 2008. They initially took their inspiration from connectivism, a learning theory stating that the learning process should be decentralized. Now, this type of MOOC is often referred to as cMOOC. In these courses, the instructor is a facilitator of interactions between students rather than a transmitter of knowledge. These courses were still pretty marginal until Stanford University launched two courses dealing with artificial intelligence, in November 2011. Over one hundred thousand students enrolled to the courses. The MOOC wave then spread very quickly, reaching first the prestigious universities of the Ivy League; they finally turned worldwide by 2013. The first MOOCs were computer science courses, but they now encompass a wide range of topics including physics, medecine, biology, philosophy, etc. The teaching method used in those recent MOOCs is pretty similar to the traditionnal top-down approach of most college classes. They are often called xMOOCs, to distinguish them from cMOOCs. Assignments and exams play a key role in this type of course. Most are taught in English, although the movement is slowly gaining momentum in the French-speaking world. So far, research has focused on cMOOCs, and despite the increasing amount of data, little is known about the underlying mechanisms of xMOOCs. Here we report on some results from the first French xMOOC, ABC de la Gestion de Projet (Fundamentals of Project Management). This course was set up by Remi Bachelet, Professor at the Graduate Engineering School Centrale Lille, along with a team of academic and student volunteers. It was scheduled between March 18th and  April 21st. Peer assessment, a familiar approach in xMOOCs, was used extensively to grade students’ assignments . Peer assessment is one of the major challenges of this new  teaching approach, since it is one of the only ways to scale up the evaluation process when automated evaluation does not apply. Moreover, it is said to be a very effective teaching approach. Some studies have shown that there is a high degree of correlation between peer and teacher’s assessments. Nevertheless, most of the research on peer assessment has been carried out on small numbers of students. However it is not that clear how relevant and efficient this practice is in the context of a MOOC. Firstly, how reliable is the assessment process? Does reproductibility depend on the type of assignment, upon the instructions given? Is it possible to detect categories of students through peer assessment, and categories of assessors? Is there a link between the behavior as an assessor and the marks received through peer evaluation?

Continuar lendo

Publicado em Uncategorized | Deixe um comentário